This paper examines learners' fluency development in L2 silent reading rate and comprehension. In both L1 and L2 readings, a positive relationship between readers' silent reading rate and comprehension has not been as firmly established as theories might propose. Based on Wallot et al. (2014), the paper indicates the need to look at readers'…

Many tens of thousands of preservice and inservice teachers have relied on this highly regarded text from leading experts, now in a revised and updated sixth edition. The latest knowledge about literacy teaching and learning is distilled into flexible strategies for helping all PreK-12 learners succeed. The book addresses major components of…

Teaching English language learners has long presented challenges for teachers tasked with bringing these students to a level of language comprehension comparable to that of native speakers. These challenges and issues can lead to difficulty comprehending core academic topics for those learning the English language. "Optimizing Elementary…

This volume offers a comprehensive, up-to-date, empirical and methodological view over the new scenarios and environments for language teaching and learning recently emerged (e.g. blended learning, e-learning, ubiquitous learning, social learning, autonomous learning or lifelong learning), and also over some of the new approaches to language…

Instructional implications of recent reading research are reviewed along with the issue of text readability and the intermediate/advanced language student. A generic approach to the teaching of literary works in a third-year transitional course is then proposed. A student worksheet and recall protocol exercise are appended. (Contains 19…

Students can be taught to read Chinese more efficiently and accurately by using the specific capabilities of the right and left hemispheres of the brain. The right hemisphere is the site of image and pattern recognition, and students can be taught to use those capacities to process individual characters efficiently by watching for the element of…

Discusses techniques for helping second language students develop strategies for dealing with unfamilar words and long sentences in second language texts. (EKN)

A strategy developed in Bulgaria for instruction in the Russian alphabet is described and discussed, and instructional materials are listed. The technique, based on suggestopedic methods, teaches letters not separately but as parts of words and sentences, and no comparisons are made with the Latin alphabet. (MSE)

The cloze technique can be used to help word-by-word readers acquire more mature reading strategies. This article provides suggestions for creating and using cloze exercises which vary in difficulty and focus. Recommendations are made for introducing and directing cloze training. Sample exercises are given. (Author/PJM)

An interactive approach to teaching French second-language reading comprehension is described. The method emphasizes involving the readers in the comprehension process and encouraging them to draw on prior learning to create hypotheses about the text's content. A four-stage instructional process is outlined. (MSE)

Advocates a difference in emphasis in the teaching of reading in Chinese. In this approach, students are constantly attending to the meaning of characters within the framework of sentences in passages rather than the phonetic labels those meanings have. Reading, then, is more than simple symbol-sound association. (Author/PJM)

Through a three-part method (class presentation, quiz, and written summary), reading texts can be used to promote conversational and writing skills as well as reading. Variations on traditional techniques of oral presentation and written summary provide a basis for student dialog, an individualized approach to grammar review, and language…

Some of the cognitive and affective factors influencing second language reading comprehension are reviewed, and an instructional technique designed to both guide the reading process and develop comprehension at several levels is described. Teachers are urged to develop process-oriented reading comprehension activities in collaboration with…

It is proposed that introduction of poetry in the French language class should be designed to make students aware that the poem is a mode of expression. The teacher can exploit this discovery by developing activities in which linguistic and communicative aims come together. Specific suggestions are offered. (MSE)

Postulates five stages of English-as-a-Second-Language reading (mechanical skills, connecting written with oral language, reading for new information, reading for different reasons, and independent reading) and identifies for each a statement of purpose, targeted learner group, and appropriate activities. (20 references) (Author/LB)